The College of Education

Announces the Final Examination of

Laura E. Demarse

for the degree of

Doctor of Education

November 9, 2015 at 11:00 am

Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelors of Arts, Psychology, Marymount Manhattan College

Masters of Science in Education, Counseling, Fordham University

Advisory Committee

Larry McNeal, PhD, Professor, Leadership, Committee chair

Reginald Green, Ed.D, Professor, Leadership

Mary Boudreaux, Ed.D, Assistant Professor, Leadership

Ernest Rakow, PhD, Professor, Counseling, Educational Psychology, and Research

Major Field of Study

Adult Education

Period of Preparation: 2011-2015

Comprehensive Examination Passed: March 2015

CASE STUDY ON SPIRITUALITY IN SENIOR CENTER EDUCATION:

QUALITATIVE RESEARCH IN ADULT EDUCATION

Abstract

The purpose of this qualitative case study was to understand the deeply personal role of spirituality in adult education as seen through teaching seniors and examined the personal manifestation of spirituality through the life experiences of five adult educators. The research questions will examine how the participants implement spirituality in their teaching practice, principally informed by their personal definitions of spirituality and how these personal experiences of spirituality influence and shape their work as adult educators. The case study will use non-participant observation and semi-structured interviews, which provide the narratives that informs the basis of this study.

Keywords: spirituality, adult education, transformation learning, case study, educators

The College of Education

Announces the Final Examination of

Tisha LiThel White

for the degree of

Doctor of Education

November 6, 2015

Room 405 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, English: Technical and Professional Writing, University of Memphis, 1999

Masters in Education, Curriculum and Instruction, Freed-Hardeman University, 2002

Education Specialist, Administration and Supervision, Freed-Hardeman University, 2004

Advisory Committee

Beverly Cross, Ph.D., Associate Professor, Department of Instruction & Curriculum Leadership

Alfred Hall, II, Ph.D., Assistant Professor, Department of Instruction & Curriculum Leadership

Teri Evans, Ed.D., Adjunct, Department of Leadership

William Hunter, Ed.D., Assistant Professor, Department of Instruction & Curriculum Leadership

Major Field of Study

Instruction and Curriculum

Period of Preparation: Summer 2010-Fall 2015

Comprehensive Examination Passed: February 2014

TEACHER SELF-EFFICACY: HOW DO HIGH-PERFORMING BLACK TEACHERS IN UNDER-PERFORMING SCHOOLS NEGOTIATE SELF-EFFICACY?

Abstract

Despite the vast research on efficacy and teacher efficacy, little research focuses on the work of high-performing black teachers’ self-efficacy who work in low-performing urban schools. This research fills the gap of our understanding of high-performing black teachers and provides voice to a population under-represented in research. To answer the questions that served as a catalyst for this research, the following methods were used: focus groups, semi-structured interviews, storytelling, and reviewing student work samples. Each method allowed me to strategically and incrementally delve deeper into the research. As a result, I learned that high-performing black teachers in under-performing urban schools have specific practices that demonstrate their personal self-efficacy. They are reflective, inquisitive, and these teachers maintain a positive outlook in all situations. The teachers in this study also carefully adapt their practices by focusing on strong relationships with students and growing their practices so they are more effective instructors. Finally, the participants’ self-efficacy practices of this study are distinguished in under-performing urban schools by teachers having a deep understanding of the needs of black children. These teachers also welcomed students with challenging behavior and felt empowered to change that negative behavior to positive. Finally, these teachers encouraged and cared for the classroom environment so it would be safe, welcoming, and rigorous. There are multiple implications from this research including a focus on K-12 education, higher education and learning, and non-profit entities and their collaboration with legislative bodies. Future research includes (but is not limited to) a focus on challenging students, high-performing students and self-efficacy, and district curriculums and the Common Core’s relationship to self-efficacy.